Pathway Guide – Dance Practice and Performance, (2005-2006)
DANCE PRACTICE AND PERFORMANCE
PATHWAY GUIDE
2005/06
 University of Wolverhampton 2005. All rights reserved. No part of this work may be reproduced,
photocopied, recorded, stored in a retrieval system or transmitted, in any form or by any means,
without the prior permission of the copyright holder.
School of Sport Performing Arts & Leisure
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Pathway Guide – Dance Practice and Performance (2005-2006)
CONTENTS
Welcome to the School of Sport, Performing Arts & Leisure (SSPAL)
School of Sport Performing Arts & Leisure: Aims
Welcome to the Department of Dance
Department of Dance: Staff Profiles
Department of Dance: Staff Contact Details
Introduction to Dance
Industry Links
Career Opportunities
Modules, Pathways, Routes and Programmes of Study
What is a module?
What is a pathway?
Specialist pathways
Joint pathways
What is a route?
What is a programme of study?
Dance Performance and Practice Course Structure
Dance Performance and Practice Course Content
Single Honours Students
Combined Honours Students
Descriptions of Level 1 Dance Performance and Practice Modules
Timetable for 2005/2006
Level 2 and 3 module descriptions
Exemptions/Prior Credit
Teaching, Learning & Assessment Methods
Introduction
Choreography
Practical Performance
Written Work
Practical Information
Module Assessment
Assessment Criteria
Group Assessment
Common Grade Point Scale
Feedback on failed assignments
Resit arrangements
Extenuating Circumstances and Obtaining Extensions for Assignments
Cheating
Staff/Student Relations
Student Representatives within the Department
Student problem solver
Glossary of Terms
Appendix 1: university generic assessment grading( alpha-numerical)
Appendix 2: List of Dance Performance and Practice modules indicating pre-requisites.
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The details in this guide may be amended to improve the operation of the
scheme and to take into account changes in University Academic
Regulations.
This pathway guide contains relevant information for academic year
2005/2006 and is correct as of the date of printing
Matt Wyon
05/2005
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Pathway Guide – Dance Practice and Performance (2005-2006)
Welcome to the School of Sport, Performing Arts & Leisure (SSPAL)
Welcome to SSPAL and congratulations on reaching this stage of your
education. The purpose of this guide is to provide you with some of the
information that is needed to ensure a successful and enjoyable time
within the School. Naturally not all of the information you need is contained
here, but hopefully the guide will answer many of the questions you may
have.
Obtaining an honours degree is a considerable achievement and should
be a target for you all. If you are prepared to work hard and read around
your lecture notes you are likely to achieve a good degree. However, it is
not all hard work and so your time within the School should also be seen
as providing an opportunity to develop new and lasting friendships.
Your lecturers and staff within SSPAL take your education very seriously
and want you to succeed. We hope that you will. Good luck for your time
here.
Professor Craig Mahoney
Dean of SSPAL
Dean: Professor Craig Mahoney
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Pathway Guide – Dance Practice and Performance (2005-2006)
School of Sport Performing Arts & Leisure: Aims
The School is actively working to achieve the following aims:
1. The academic development and recognition of the component subjects
2. The development of scholarly activity
3. Extending the boundaries of knowledge of the subjects within and from the
University in relation to a first class regional University with a national and
international benchmark
4. Creating synergy and collaboration processes across and between the
academic disciplines of the School
5. To be a catalyst for high quality and innovative academic developments
6. To become a focal point for the academic subjects across their range of
activities, both in academia and in the community
7. To be a focus for cultural, performance and leisure industries for the next
millennium
8. To take a leading role in developments related to learning and teaching in
higher education
9. To underpin learning, teaching and consultancy with relevant research and
scholarly activity
10. To develop and strengthen employment related provision and progression
routes for all students
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Pathway Guide – Dance Practice and Performance (2005-2006)
Welcome to the Department of Dance
Welcome to the Dance department at the University of Wolverhampton.
We hope you will greatly enjoy your time studying with us. You will have
registered for either a single honours degree in Dance Performance and
Practice (DPP) or for a Combined Award studying dance alongside
another subject. The design of the modules within the DPP route has been
co-ordinated to ensure the programme provides continuity and avoids
replication for both Specialist and Combined Awards students.
As a Dance student you will have passed an audition in order to be
accepted on to the programme. If you are not a Dance student but hope
to take some dance modules as Electives you will need to contact the
Dance staff to discuss which modules are available to you. Some require
high levels of technical expertise, others less so. All require a genuine
interest in Dance as an art form, a cultural practice and a serious study.
Performing dance is a key part of our programme, as is choreography. In
addition, there are plenty of opportunities for teaching in a variety of dance
situations. Academic standards are also high with regard to discussions,
presentations, essays and dissertations about Dance.
The most often asked questions about DPP modules should be answered
by this guide; how much practical work is there? How much written work?
Do I have to perform? What is the required technical standard? What
techniques are taught? Do I have to teach? What kind of career options
are there? These are important questions about the study to be done, and
should be answered by this booklet.
Dance Performance and Practice as a whole encompasses an exciting
and vibrant community of people with quite diverse dance experiences.
Our students come from a wide variety of backgrounds- ballet, jazz,
contemporary, Afro-Caribbean, South Asian or ballroom to name only
some. Students create, perform, teach and write about a broad spectrum
of dance and dance-related ideas, making a serious contribution to the
cultural life of the University in the process. It is an attractive and fast
developing subject at the University, and welcomes people taking an
interest in it. As a relatively small department in the University, we need to
reconcile these different entry points. It should be remembered and
agreed that it is the artistic account of dance that is studied here, with an
emphasis on physicality and technique. Student creativity is encouraged
through art form led standards. For many of our students, dance is a
passion that will remain with them the whole of their lives. The DPP
programme seeks to inform and focus that enthusiasm through reflective
practice.
Dorothy Ledgard
Vicki Thoms
Dennie Wilson
Matthew Wyon
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Pathway Guide – Dance Practice and Performance (2005-2006)
Department of Dance: Staff Profiles
Dorothy Ledgard has a B Phil from the University of Nottingham and a
Diploma in Education from London’s Laban Centre. She has taught
dance as education at the University of Wolverhampton since 1987, after
long experience teaching dance and physical education across all age
ranges and abilities. Her continued interest is in the development of
dance as one of the performing arts in education. She is currently
working in partnership with Wood Green School and Advantage West
Midlands to develop and give creditiation to a project which trains dance
teachers from the private sector to contribute to the dance in education.
, ,,
Dennie Wilson originally trained at the Italia Conti Academy of Theatre
Arts in London graduating to work as a performer in the commercial
theatre both in the UK and internationally. Originally a dancer and then
director of her own company DNA Dance and Music, which specialised in
interdisciplinary performance making, creating works ranging from a three
act dance opera based on the life of William Morris to Site Specific
performances in Shopping Centres and Art Galleries around the UK.
After completing an MA at Birmingham Institute of Art and Design, where
her work encompassed scenography and digital media Dennie has
developed a broader remit for her work, recently making “Sources and
Sorcery” a multi media dance exhibition/installation, and collaborating
with Contemporary Jewellery Artist Jivan Astfalck, to create a video
installation work based on her new piece ‘Hide’ which is touring art
galleries across the UK until 2006. In December 2004 Dennie was
commissioned to choreograph and direct the Open ceremony for the
World Cup Gymnastics Final in the NIA, Birmingham. Dennie also works
as a freelance dance artist for the Birmingham Royal Ballet Education
team and teaches contemporary dance technique at Elmhurst School for
Dance.
Dr Vicki Thoms is Senior Lecturer in Dance Practice and
Performance at the University of Wolverhampton. Before doctoral study in
the United Kingdom, Victoria trained in ballet, contemporary dance and
choreography in Canada as part of her Undergraduate and Masters
Degree. Her present research engages with recent debates in
performance, dance and gender studies to theorise dance as a cultural
practice within contemporary society.
, ,,
Frances Clarke is Senior Lecturer and Course Leader for the
BA(Hons) Dance Practice and Performance programme. She trained at
Arts Educational Schools, Tring and London and worked as a
professional jazz dancer in theatres and TV in Madrid and Barcelona.
After completing the BA(Hons) Dance Theatre course at the Laban
Centre and the PGCE course at Bedford College of Higher Education,
she was Head of Department at Burntwood School in London and later
Head of Dept at Islington and City College. From 1992-97 she was Artistic
Director of Springs Dance Company. Company work included performing
and teaching in the UK and abroad, running Residencies and
International Summer Schools and collaborative multi-media projects
across Europe. She joined the Dance dept at University of
Wolverhampton in September 2004 and lectures in Choreography,
Technique (Contemporary and Ballet) and Staging the Musical Theatre.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Dr Matthew Wyon – gained his doctorate in dance science from the
University of Roehampton Surrey. He works on the Medical Advisory
Committee of Dance UK and sits on the board of the International
Association of Dance Medicine and Science. He works with a number of
the UK’s top companies including Rambert, English National Ballet,
National Youth and Birmingham Royal Ballet. Apart from being the editor
of the IADMS newsletter he often writes for the Dance UK newsletter. He
is the course leader for the MSc Dance Science.
Office Adminstrator
The office administrator for Dance, office WE113.
, ,,
Andrew Lowe
Andrew Lowe is the SSPAL technican with responsibility for Dance Performance and Practice.
office WD223.
Department of Dance: Staff Contact Details
Name
Frances
Clarke
Matthew
Wyon
Vicki Thoms
Dennie
Wilson
Dorothy
Ledgard
Andrew
Lowe
Title
Head of Dance
DPP Course Leader
MSc Dance Science
Course Leader
Senior Lecturer in
Dance
Senior Lecturer in
Dance
Senior Lecturer in
Dance Physical
Education
Departmental Secretary
Technician with
responsibility for Dance
‘Phone
Email address
01902 32
3194
01902 32
3144
01902 32
3289
01902 32
2009
01902 32
3187
Frances.Clarke@wlv.ac.uk
01902 32
3255
09102 32
3010
M.Wyon@wlv.ac.uk
vickithoms@wlv.ac.uk
dennie.wilson@wlv.ac.uk
D.M.Ledgard@wlv.ac.uk
A.J.Lowe@wlv.ac.uk
Please note: During the summer period, teaching staff are often away from their
desks dealing with admissions and course preparation. Please contact
Departmental Secretary in the first instance during this period.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Introduction to Dance
Course Aims
In the first instance, attention is drawn to the award title. Defining our programme
as Dance Performance and Practice provides clarification of our aims and
preferred outcomes for our students, and refers to their aspirations, too. The
programme is not a training course for professional dancers, but about the study of
dance. This comes with a heavy emphasis on practical work as the best means to
know something about dancing and as an appropriate gateway for studying dance
in a wider sense.
The programme has 6 main aims. For all students, the programme should
•
Introduce students to a broad range of dance forms and practices.
•
Offer performing and creating opportunities in quality performances at good
venues.
•
Allow students to initiate and develop their own specific intellectual and physical
interests in dance.
•
Promote and support students’ intellectual enquiry into dance as a cultural practice
and as education.
•
Provide dance experiences of sufficient quality and breadth for students to teach a
number of aspects of dance safely, competently and from a substantial basis of
understanding.
•
Introduce students to the professional models of dance practice, through the
expertise of staff, guests and the observation of professional practice.
Overarching Outcomes
Specialists. These students often come to us with considerable physical dance
experience that we develop in a challenging way. Following successful completion
of the DPP programme, students studying as Specialists will be able to;
• Show physical competence in dance technique.
• Demonstrate confident teaching of a variety of dance material to others in a variety
of contexts.
• Approach performance opportunities with confidence and dance to a convincing
standard.
• Create dances for themselves and for others that show an understanding of a craft
knowledge and reflective, self-critical practice.
• Understand and express the value of dance as an art form and appreciate critically
its social and cultural contexts.
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Pathway Guide – Dance Practice and Performance (2005-2006)
•
Make connections between dance and other art forms.
•
Understand how components of dance science influence performance and
practice
Combined Awards Students. Those studying dance through the Combined
Awards programme tend to see the cross-relationships between DPP and their
other subjects. This may seem obvious in relation to Drama or Sports Studies, but
many students come with specific careers in mind, particularly in emerging areas,
and tailor their programmes according to the type of job they would like to create
on graduation. Thus we have a number of students whose combination is Special
Needs, Education or Deaf Studies, and who see the possibilities of constructing a
job from the knowledge derived from both subjects. For these students we have
particular aims. At the conclusion of their studies with the DPP programme,
Combined Awards students should be able to;
•
Show physical understanding of dance technique.
•
Demonstrate confident teaching of dance material to others in some contexts.
•
Dance in a performance context.
•
Differentiate between different types of dance practices.
•
Demonstrate an intellectual understanding of the context of dance in the culture.
•
Make connections between dance and their alternative subject.
Combined Awards students more definitely emphasise the relationship between
dance and society, and students add the textures of their subject knowledge in
other areas to their work in dance. They are likely, too, to take up independent
study where they can explore the mediative ground between their fields of
knowledge. DPP currently includes students working on dance for the deaf,
special needs work through dance and on teaching dance.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Industry Links
The Dance Department is actively developing close links with dance
professionals working in many different fields including performance,
community dance, education and journalism. During your course you will
have the opportunity to work with a variety of visiting lecturers and to
establish contacts with a range of potential employers such as schools,
community dance providers and professional artists.
Students are encouraged to take advantage of class and performance
opportunities offered by the DanceXchange, Regional Dance Agency for
Birmingham and the West Midlands. Staff also sit on the advisory boards of the
regional organisations such as the Dudley Community Dance Consortium.
Through these links work experience and employment opportunities sometimes
become available to students and you will want to keep an eye on the department
notice boards and WOLF for the latest information.
Career Opportunities
There are wide and varied opportunities available to you. Previous
graduates have gained work in contemporary and commercial dance
performance in the UK and touring abroad. Many have followed teaching
careers working in state schools and FE colleges or running their own private
dance schools. Others have established themselves as successful
community dance artists working with people of a variety of ages, abilities
and backgrounds. Some have been employed by National Dance Agencies
such as the DanceXchange Birmingham or Cheshire Dance Workshop in
administrative or community artist roles.
Our graduates have gained places on highly competitive postgraduate
courses. These have included the MA Dance Studies University of Surrey,
PGCEs in Secondary School Dance at De Mont Fort University, Brighton
University and Exeter University, Combined Awards students taking PGCEs
in Drama or Physical Education at Reading University, Birmingham
University or Plymouth University, PGCE in Further Education at University of
Wolverhampton, PGC in Dance Science at the University of Wolverhampton
or PGCEs in Primary Education at many other universities.
Graduates perform at Birmingham ArtsFest
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Pathway Guide – Dance Practice and Performance (2005-2006)
Modules, Pathways, Routes and Programmes of Study
What is a module?
All our courses are made up of units called modules which contribute towards your final
degree/diploma, known as an ‘award’. You need to register and pass a certain number
of modules which fall into three types:
1) Core – you must study and pass all these compulsory modules to meet the
requirements of your award
2) Core option – you must choose a set number from this group of modules in
order to meet your course requirements
3) Elective – you make up the balance of your award with electives. This scheme
allows you to include more modules from your subject(s), select modules from a
different subject area or choose modules that are skills-based. In addition, the
University Elective Programme (UEP) enables you to select blocks of modules in
Languages, Information Technology or Business to provide a specific ‘flavour’ to
your programme of study.
What is a pathway?
In the University there are two different types of course depending upon what you
applied for:
1) Specialist – This enables you to study one particular subject area in real depth
2) Joint – Allows you to study two subjects that complement each other
These courses are all made up of modules and the rules governing which modules you
must study for your particular course are called pathway rules and consist of:
Specialist pathways
i) A maximum of 90 credits of core or core option modules in each year (level) of study
ii) A minimum of 60 credits of core or core option modules in each year (level) of study
iii) 30 credits of elective modules in each year (level) of study
Joint pathways
45 credits of core or core option modules in each year (level) of study
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Pathway Guide – Dance Practice and Performance (2005-2006)
What is a route?
A route is a set of pathways for which you are registered and which leads to your final
award:
For a specialist route, you will be registered for a single specialist pathway
eg. BSc (Hons) Psychology or BA (Hons) English
For a specialist route, the pathway rules require you to select the specified number of
core option modules and then choose your elective modules to match your interests and
possible career ambitions.
For a joint route, you will be registered for two pathways, one from each of your
chosen subjects:
eg. the award of BSc (Hons) Computing and Biology is made up of the Computing joint
pathway and the Biology joint pathway
For a joint route consisting of subjects A and B, you will need to:

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
combine the two joint pathways involved
choose any necessary core option modules in either or both pathways
choose your 30 credits of elective modules which can be;
1) 30 more credits of subject A
2) 30 more credits of subject B
3) 15 more credits of subject A and 15 credits of subject B
4) 15 or 30 credits of another subject
5) University Elective Programme
What is a programme of study?
A programme of study is a record of the modules you have registered for, after you
have chosen your core option and elective modules. This choice should be made with
the help and advice of an academic counsellor. You will receive a transcript on a regular
basis showing your programme of study, consisting of your modules and graded results.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Dance Performance and Practice Course Structure
You will be studying DPP in order to gain either
 A single subject honours degree (BA (Hons) Dance Performance and
Practice)
 A combined honours degree (BA (Hons) Dance Performance and
Practice and another subject(s))
Your Personal Tutor will help you identify the core modules and select
core option modules and elective modules which will make up your
programme. Please note that some modules also have pre-requisites (a
module at a lower Level that you must have previously studied and
passed); please see chart in Appendix 2 of this Pathway Guide.
Dance Performance and Practice Course Content
Single Honours Students (DS/DPP)
Level One
Single honours students are expected to study six or seven Dance Performance
and Practice modules at Level One. These are listed below. Students also have to
choose one or two optional modules to make up their programme to 8 modules
(120 credits). Please study the Level 1 Modular Scheme Guide and discuss your
preferred options with your personal tutor.
Level One: Core Modules
 DC1008 Dance Technique Foundation (30 credits) Year
 DC1009 Dance and Cultural Studies (15 credits) Sem 2
 DC1001 Introduction to Choreographic Processes (15 credits) Sem 1
 DC1007 Introduction to Choreographic Performance (15 credits) Sem 2
 DC1010 Personal and Professional Development (15 credits) Sem 1
Level One: Elective Modules
 DC1005 Dance making and Digital Media (15 credits) Sem 2
 MU1016 Performance Health (15 credits) Sem 1
Levels Two and Three
To qualify for a single honours degree in Dance Performance and Practice,
students are required to study and pass at least 210 credits at Level 2 and above.
195 of these must be DPP credits (13 DPP modules). Four of these modules (60
credits or 75 if taking DC3003) have been specified as core modules and these
are listed below.
Level Two: Core Modules
 DC2014 Dance Technique Intermediate (30 credits)
 DC2004 Dance Journalism (15 credits)
Level Two: Core Option Modules
 DC2008 Research Methods(15 credits)
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Pathway Guide – Dance Practice and Performance (2005-2006)
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
DC2010 Choreographic Processes (15 credits)
DC2000 Choreographic Performance (15 credits)
DC2011 Dance in Education (30 credits)
DC2009 Staging in the Music Theatre (15 credits)
DC2013 Independent Study (15 credits)
DC2012 Dance Science: Performance demands (15 credits)
Level Three: Core Option Modules
 DC3017 Dance Project (30 credits)
 DC3012 Dance Technique Advanced (15 credits)
 DC3016 Dance Science: Training Tomorrow’s Dancers (15 credits))
 DC3011 Dance, Video & Technology (15 credits)
 DC3018 Choreographic processes: Devising and Performing (30 credits)
 DC3013 Dance Innovators (15 credits)
 DC3014 Dance in the Community (30 credits)
 DC3015 Context of Musical Theatre (15 credits)
Combined Honours Students DJ/DPP
Students who have elected for a Combined Awards Degree (BA (Hons) Dance
Performance and Practice and another subject(s)) can study a maximum of five
and must study a minimum of three DPP modules (45 credits) at Levels 1, 2 and
3. These are:
Level One
As a minimum students must study the three CORE modules study. In addition
we hope you will wish to take one or two of the other modules available as
electives:
Level One: Core Modules
 DC1008 Dance Technique Foundation (30 credits) Year
 DC1009 Dance and Cultural Studies (15 credits) Sem 2
Level One: Elective Modules
 DC1001 Introduction to Choreographic Processes (15 credits) Sem 1
 DC1007 Introduction to Choreographic Performance (15 credits) Sem 2
 DC1005 Dance making and Digital Media (15 credits) Sem 2
 DC1010 Personal and Professional Development (15 credits) Sem 1
 MU1016 Performance Health (15 credits) Sem 1
Level Two
As a minimum students must study the two CORE modules study plus one other
Core Option module:
Level Two: Core Modules
 DC2014 Dance Technique Intermediate (30 credits)
 DC2004 Dance Journalism (15 credits)
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Pathway Guide – Dance Practice and Performance (2005-2006)
Level Two: Core Option Modules
 DC2008 Research Methods(15 credits)
 DC2010 Choreographic Processes (15 credits)
 DC2000 Choreographic Performance (15 credits)
 DC2011 Dance in Education (30 credits)
 DC2009 Staging in the Music Theatre (15 credits)
 DC2013 Independent Study (15 credits)
Level Three
As a minimum students must study three Dance Performance and Practice
modules. They must complete either DC3017 or the project module in their other
subject:
Level Three: Modules
 DC3017 Dance Project (30 credits)
 DC3015 Context of Musical Theatre (15 credits)
 DC3012 Dance Technique Advanced (15 credits)
 DC3011 Dance, Video & Technology (15 credits)
 DC3018 Choreographic processes: Devising and Performing (30 credits)
 DC3013 Dance Innovators (15 credits)
 DC3014 Dance in the Community (30 credits)
Recommendations
Level 2 and 3 offer more choice in range and type of module for those students who are
identifying their career paths early. For those that have yet to decide there are still
plenty of opportunities to try new things. There are teaching opportunities in Dance in
Education and Dance in the Community. For performance work take Dance
Technique Intermediate, Dance Technique Advanced Staging in the Music
Theatre and Choreographic Performance. Choreographic Processes leads to
Devising & Performing.
Dance Journalism assists with Dance Innovators.
Research Methods and the Independent Study is an excellent preparation for
dissertation writing, assisting students in making selections for their Dance Project.
Students are reminded that only 45 Credits (equivalent of three modules) can be
acquired through Independent Study/Dance Project modules, and that all students
wishing to graduate with an Honours Degree must complete a Project. Dance Project
(Dissertation) is compulsory for Dance Performance and Practice Specialists.
Descriptions of Level 1 Dance Performance and Practice Modules
(All of the modules listed here are taught at Walsall campus)
Each module has a unique number that students must note in registering
their programme. DC is the module prefix for all Dance Performance and
Practice modules. The first number after DC (e.g.‘1’) indicates the level of
the module, usually by year of study, though it is possible to take some
modules out of sequence. Be aware that all Level 2 & 3 modules require
prerequisites in Level 1, or evidence of equivalent experience.
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Pathway Guide – Dance Practice and Performance (2005-2006)
DC1008 – Dance Technique Foundation (30 credit module)
This module has two aims. Developing technical competence in a specific
technique and, underpinning this, creating an understanding of basic dance
science. The module provides an introduction to the building block of dance as an
art form- technique. The practice of technique is taught, with lectures covering the
uses and purposes of it, both physiological and aesthetic. The accent is on
Contemporary Techniques, like Cunningham and Release based work, though
students will also be expected to absorb the basic grounding and vocabulary
given by ballet. The dance science covers physiological, biomechanical and
psychological components that influence dance. This is a core module, and
provides students with an underpinning understanding of the value of technique
as well as a familiarity that should enable them to become involved in dance
practice outside the University.
Assessment Details
Technique class 40%
Essay 30%
Work file 30%
Timetable Slot in 2004/5
DC1009 - Dance and Cultural Studies (15 credits)
The module aims to introduce level one students to an intellectual, academic,
physical and emotional understanding of dance within a broader cultural content,
suggesting through secondary research, primary experience and understanding,
what dance forms, or performance may reveal or represent within a cultural
studies perspective.
Assessment Details
Essay 50%
Exam 50%
Timetable Slot for 2004/5
DC1005 - Dance Making and Digital Media (15 credits)
This module will introduce students to the potential of dance notation as a tool
within the creative, devising process. The module will enable students to record
their choreographic work through basic dance notation and through use of video
and provide them with an opportunity to work independently, managing their
workload and furthering their personal choreographic approach and performance
skills. Students will develop confidence and skills in use of computer software.
Assessment Details
Notation of a solo 40%
Video editing of choreography 60%
Timetable Slot for 2004/5
DC1007 – Introduction to Choreographic Performance (15 credit )
This module aims to introduce the student to the systematic management of the
group choreographic and performance process. This module particularly
references current choreographic approaches, subject matters and trends. It
aims to extend and explore students knowledge and understanding of the ways in
which choreography is initiated and developed. To introduce students to managing
the technical factors in creating dance such as the uses of music, design ideas
and spaces and to enable the students to identify and negotiate individual
management roles within group dance work
Assessment Details
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Pathway Guide – Dance Practice and Performance (2005-2006)
Group Presentation 50%
Performance 50%
Timetable Slot in 2004/5
DC1001 – Introduction to Choreographic Processes (15 credits)
The module aims to: To develop the student's understanding of the choreographic
process. This particularly references current choreography approaches, subject
matter, trends and student-devised work. It aims to extend and explore students’
knowledge and understanding of the ways in which choreography is initiated and
developed. Emphasis is on handling solos and duets, and the interrelation of other
factors in creating dance such as the uses of music, design and spaces. The
students are encouraged to develop an individual style and approach to the
creation and presentation of their work
Assessment Details
Solo or duet work 60%
Performance diary 40%
Timetable Slot in 2004/5
DC1010 – Personal and Professional Development (15 credit module)
The module aims to encourage dance students in their learning environment by
guiding their independent learning in their first semester at HE study. This will be
undertaken through small group activities supported by their personal tutor. It will
also focus dance students towards the development and enhancement of their
dance degree and future dance based career
Assessment Details
Presentation 50%
Reflective essay 50%
Timetable Slot in 2004/5
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Pathway Guide – Dance Practice and Performance (2005-2006)
Timetable for 2005/2006
Semester 1
Monday
Tuesday
Wednesday
Thursday
Friday
10am-1pm
2pm-5pm
6pm-9pm
Semester 2
Monday
Tuesday
Wednesday
Thursday
Friday
10am-1pm
2pm-5pm
6pm-9pm

Numbers permitting, CORE modules are offered at two different
timetable slots within the week. Your personal tutor will advise you
whether your preferred slot is available.
At the time of going to print the timetable has not been finalised
The timetable will be printed at a later date and circulated to students
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Pathway Guide – Dance Practice and Performance (2005-2006)
Level 2 and 3 module descriptions
Please see page 46 for prerequisites
DC2014 - Dance Technique Intermediate (30 credits)
This module aims to teach the students the physical vocabulary of classical ballet
to an Elementary Standard within the traditional framework of the ballet class. Also
to investigate by comparison an opposing or complimentary theatrical dance
technique and vocabulary to a similar Elementary Standard which may include
Jazz, modern dance (Cunningham, Graham or Horton) or tap.
Assessment Details
Ballet 50%
Jazz/Modern/Tap 50%
Timetable Slot in 2004/5
DC2004 – Dance Journalism (15 credits)
This module reflects current dance writing practice. It aims to develop the styles,
structures and techniques required for writing about dance within an academic,
cultural studies context as well as a journalistic context. Students will develop a
personal writing style while gaining understanding of the varying approaches
needed for writing for different audiences.
Assessment Details
Essay 50%
Portfolio 50%
Timetable Slot in 2004/5
DC2010 - Choreographic Processes (15 credits)
The module aims to develop the student’s original ‘movement material’ and or
dance through, preparation, design, staging conventions, stage crafts and stage
management into an effective theatrical performance. The students will utilise
some of history’s seminal staging theorists and their design ideas and consider
and utilise developments in digital media/IT (as they become available) that may
aid, performance management, design and stagecraft.
Assessment Details
Documentation of project 60%
Performance 40%
Timetable Slot in 2004/5
DC2000 – Choreographic Performance (15 credits)
The module aims to provide the opportunity for students to create and /or
commission their own collaboration for performance. To examine the relationship
between dance and the creative processes of other art forms. As well as to
examine Ideas about the constitution of collaboration, creating working methods
and interpreting other arts through dance and identify common threads between
dance and other art forms
Prerequisite: Dance Technique Foundation, Introduction to Choreographic
Process and Introduction to Choreographic Performance
Assessment Details
Documentation of project 30%
Performance 70%
Timetable Slot in 2004/5
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Pathway Guide – Dance Practice and Performance (2005-2006)
DC2011 – Dance in Education (30 credits)
This module examines the methods used to teach dance in state education and the
community. It introduces students to the statutory requirements of dance in the PE
National Curriculum. Through practical workshops, seminars and placement in a primary
or lower secondary school students will develop an understanding of the contribution
dance can make to young people’s education. They will develop a knowledge of the
content and teaching methods used in schools to promote pupils’ learning and ability to
perform, create and appreciate dance as an meaningful physical activity and a means of
expression
Prerequisite: Introduction to Choreographic Process
Assessment Details
Work file
50%
Essay
25%
Presentation 25%
Timetable Slot in 2004/5
DC2012 - Dance Science: Performance Demands (15 credits)
The module aims to explore the demands that dance performance places on the
dancers body. The approach will be multidisciplinary in that performance will be
assessed from physiological, psychological and biomechanical perspectives. It
enforces the notion of the dancer as a “performing athlete” which is necessary for
meeting choreographic demands and exhausting dance schedules.
Prerequisite: Dance Technique Foundation
Assessment Details
Assessment File 60%
Essay 40%
Timetable Slot in 2004/5
DC2008 – Research Methods (15 credits)
Introduce students to the principles of research in the arts and science and to
facilitate the development of appropriate understanding so that a level 3 project
may be undertaken with confidence in the following academic year
Prerequisite: Personal and Professional Development
Assessment Details
Essay 40%
Research Proposal 60%
Timetable Slot in 2004/5
DC2009 - Staging in the Music Theatre
The module aims to acquaint the student with the genre known as ‘The Musical’ on
both a practical and academic level. It allows practical opportunities to stage or restage an extract of an established work of the genre utilising some its key features
and acquaint the student with traditional or evaluative theories of performance by
which the genre might be evaluated and understood.
Prerequisite:
Assessment Details
Performance 60%
Essay 40%
Timetable Slot in 2004/5
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Pathway Guide – Dance Practice and Performance (2005-2006)
DC2013 – Independent Study (15 credits)
This module enables students to study in depth an aspect of dance of their own
interest. Projects can be linked across subjects, e.g. Dance and Music, but must
be primarily of a dance nature. The project is important to underpin practical work,
and ideally would blend dance practice and theory.
Prerequisite: Research Methods
Assessment Details
Essay or Performance with rationale
Timetable Slot in 2004/5
DC3018 - Choreographic Processes: Devising & Performing (30 credits)
The module aims to provide the students with practical performing opportunities as
well as supporting their development as choreographers and independent artists.
Students will be required and encouraged to contribute both as dancers and
choreographers to a performance at the Arena Theatre and other venues. They
will also have tasks around supporting dance performances in management,
administration design, and organisation as well as developing strategies for
audience development in the areas of educational and community dance practice
Prerequisite: Dance Technique Intermediate
Assessment Details
Performance 50%
Essay/Performance Diary 50%
Timetable Slot in 2004/5
DC3011 Dance, Video & Technology (15 credits)
Module Leader: D. Wilson
The concept of ‘Dance for the Screen’ forms the basis of this module. This
module aims to give students the opportunity to advance their skills in dance
based video editing, filming , performance techniques and visual design. Whilst
the module has an emphasis in practice, where the student will articulate a visual
understanding of the relationship between dance, the performer and the camera,
students will also engage in studying the work of key practitioners, the history and
development of the dance and the camera, and the notion of a definition of ‘dance’
in relation to digital technology manipulation.
Prerequisite: Dance Making and Digital Media and Choreographic
Processes
Assessment Details
Dance sequence using the LifeForms software 70%
Report/ Essay 30%
Timetable Slot in 2004/5
DC3014 - Dance in the Community (30 credits)
Module Leader: Dorothy Ledgard
This module examines the methods used to teach dance in state education and
the community. It advances students knowledge of the statutory requirements of
dance in the PE National Curriculum (key stage 3 and above). Through practical
workshops, seminars and placement in a secondary school or community setting
students will develop their competency within dance education. They will be able
to critically analyse the content and teaching methods used in schools to promote
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Pathway Guide – Dance Practice and Performance (2005-2006)
pupils’ learning and ability to perform, create and appreciate dance as an
meaningful physical activity and a means of expression.
Prerequisite: Dance in Education and Choreographic Processes
Assessment Details
Report/ Essay 30%
Work file 40%
Performance 30%
Timetable Slot in 2004/5
DC3013 – Dance Innovators (15 credits)
The module aims to utilise cultural studies methodologies and perspectives to
conceptualise the artistic achievements and cultural significance of some of the
most important dance innovators across the historical spectrum, concentrating for
the most part on dance innovators of the 20th and 21st century.
Prerequisite: Dance Journalism
Assessment Details
Exam 50%
Presentation 50%
Timetable Slot in 2004/5
DC3016 – Dance Science: Training Tomorrow’s Dancers
Optimal physical fitness is an important factor which directly affects dance
performance. This module is an introduction to the physiology of muscle
contraction (common element of all fitness components such as cardiorespiratory
efficiency, muscular endurance, strength and speed) as well as to flexibility and
body composition. Ways for improving general physical fitness, as well as the links
between fitness levels and injury prevention will be discussed
Prerequisite: Dance Science: Performance Demands
Assessment Details
Exam 50%
Presentation 50%
Timetable Slot in 2004/5
DC3012 – Dance Technique Advanced (15 credits)
To develop to an advanced level of understanding the vocabulary and practice of
classical ballet and modern dance. This module also aims to demonstrate through
practice how both forms of dance converge in their ‘theatricality’ despite their
differing sensibilities. It should become clear to students of dance that these
differing forms or expressions of western theatrical dance are ‘interdependent’
Prerequisite: Dance Technique Intermediate
Assessment Details
Ballet 50%
Contemporary 50%
Timetable Slot in 2004/5
DC3015 Context of the Music Theatre (15 credits)
In this module dance is seen within the context of a multi disciplined performance.
This could be dance within opera, drama and the Great American Musical, as such
the question raised in this module is “what does dance contribute to this theatrical
form of artistic expression?”. The module aims to critically evaluate and assess the
ambiguities of dance within a multi-disciplined performance environment or genre.
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Pathway Guide – Dance Practice and Performance (2005-2006)
To develop and or engage with advanced theories of performance by which
dance in a multi disciplined environment or genre might be evaluated and
understood.
To articulate advanced practical understanding of dance within a multi-disciplined
environment or genre.
Assessment Details
Practical 60%
Essay 40%
Timetable Slot in 2004/5
DC3017 Dance Project (30credits)
This module enables students to study in depth an aspect of dance of their own
interest. Projects can be linked across subjects, e.g. Dance and Music, but must
be primarily of a dance nature. Double projects should be completed over two
semesters. The project is important to underpin practical work, and as such it is
expected that most project submissions will be for written work only. Students
seeking to include a practical component or part of a 30credit project must discuss
this with the Module leader DC3003. All project proposals should be submitted in
the second year as part of the Research Methods module assesment (DC2 ).
Students will be matched to the most appropriate staff member for supervision,
and where projects go beyond the interests of staff, submit a negotiated
alternative.
During the semester of study, students are entitled to four tutorial sessions with
their supervisor, and will agree a schedule of work for their long study. Dance
Performance and Practice provides latitude for a number of different forms of
intellectual enquiry, and it is important to discuss methodology, literature,
interpretation, structure and presentation with the supervisor before and during the
module.
Examples of previous Projects include:








‘Is jazz dance a victim of intellectual snobbery?’
‘The choreographic motivation: an examination of music and theatre
components in the work of Mark Morris’
‘How dance in films is used as a metaphor for social mobility: looking at Billy
Elliot and Saturday Night Fever’
‘A discussion based upon gender specific readings into the works of Yvonne
Rainer and Trisha Brown’
‘Choreographer and psychologist: a consideration of the extent to which
psychology features in the work of Lloyd Newson’
An analysis into the role of the dancer in the Christian church at the start of the
21st century’*
‘The Rite of Spring: idea and action; interpretation and analysis’*
‘Defining the times: a study of postmodernism in twenty-first century dance’
(analysis of The Car Man Matthew Bourne and Scan Rosemary Butcher)*
* These dissertations are available from the Learning Centre Short Loans desk for
reference. Other dissertations are available from the dance department.
Students are reminded that it is their responsibility to ensure projects are
submitted on time.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Prerequisites: Research Methods
Assessment Details
8,000 to 12,000 words OR 6,000 + practical equivalent (where appropriate)
Timetable slot in 2004/5
Semester 1 and 2
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Pathway Guide – Dance Practice and Performance (2005-2006)
Exemptions/Prior Credit
Students who, by virtue of prior study or experience, can demonstrate to the
satisfaction of the University achievement equivalent to that of passing all or
part of the assessment of a module, may be exempted from that module or
part of module. Details of prior credit and exemption may be found in
Section D.2 of the University regulations.
Anyone wishing to apply for exemption must register his or her application in
his or her Campus Registry office before the commencement of the semester
in which the module occurs.
If you would like further advice on these matters please see your Personal
Tutor/Academic Counsellor or speak to your Campus Registry staff.
Teaching, Learning & Assessment Methods
Introduction
Dance Performance and Practice modules offer a wide range of teaching and
learning strategies, including a healthy variety of assessment tasks. Each module
is different in its requirements, but broadly, the balance of practical assessment
reflects the degree of practical work in a module.
There are two main types of practical sessions in modules - technique and
choreography. In some modules (eg. The Language of Dance), these are mixed,
in others clearly separated. Modules Leaders will explain the structure of the
sessions in the introduction session of the module. There are also other practical
sessions that involve students in lesson planning. For reasons connected with the
collaborative nature of dance, much practice and student work is in groups. As
such, student responsibility extends to Peer Assessment, explained below.
Students should be wary of disconnecting practical work from the theory! It is a
keystone of our programme that the two elements are linked very closely.
Academic work includes formal lectures as well as student-led discussion groups
and seminars. Assessment forms include essays, journal articles and short
reviews, creating learning materials, recording and interpreting the processes of
creativity and evaluating teaching methods. Students are expected to take an
active role in the learning process, contributing in discussions, asking questions
where appropriate and through self/peer assessment of their own work and that of
others.
Attendance at all Dance Performance and Practice sessions is extremely
important, and where students are to miss sessions they must inform staff. All
students who miss three sessions will receive a courtesy letter to warn them that a
fourth absence may lead to failure of the module. This applies to all sessions,
including module evaluation.
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Pathway Guide – Dance Practice and Performance (2005-2006)
At the start of each module the module tutor will provide you with a Module
Guide in which the assignment brief and assignment specific criteria for each
element will be detailed.
All assessed written work should be handed to the Walsall Campus Registry
before 4pm on the date specified in the Module Guide. Registry will provide
you with a receipt as proof of your submission.
Dance Performance and Practice uses a variety of assessment methods through
which students are required to demonstrate their understanding of particular
principles or ideas. Module guides outline these in detail, but as a general rule,
the assessment methods are designed to help students to practice and reflect their
ideas, as well as explain the ideas of others. The following pages should give a
general idea of the form the tasks should take.
Choreography
The criteria for assessment of dance composition change dependent upon
individual assignment tasks. The appropriateness of choreographic choices in
response to the central task is the most important guide.
Remember,
choreography for assessment is different to simply making pieces. Read the
criteria in the module guide (and criteria referencing sheet) carefully, and be sure
you have demonstrated the requirements. Be sure the piece is well rehearsed,
and that the dancers understand what they are supposed to be doing. If
costumes, set or music are required, these should be the result of thoughtful
processes and not thrown together at the very end. The Subject holds a growing
number of costumes, and will assist where possible, particularly where pieces are
to be performed in public.
Practical Performance
The criteria for assessment of dance performance includes the different contexts
in which this takes place. Sometimes this is in relation to performance, sometimes
through technical studies or technique class. General features of performance
assessment include:
Body control, co-ordination and technical mastery.
Artistic sensitivity.
Ability to understand, interpret for an audience.
Perceptive awareness of other dancers.
Placement, strength, stamina, rhythm, flexibility.
All practical assessments take place in front of an audience; whether it be peers or
public performances, reinforcing the performative aspect of dance as a practice.
These need to be treated with the seriousness of any major performance.
Students should be sure they are in the correct attire for practical assessments,
whether they should be in practice clothes or costumes. Hair needs to be secure,
and jewellery is prohibited. Every dance performance assignment has specific
criteria, found in the module guide, and students are encouraged to refer to this
when preparing assignments.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Written Work
Module guides (and criteria referencing sheets) contain assessment criteria for
individual assignments, but the following general notes about how to present
written work, and how to use bibliographical information, should be noted.
Presentation Guidelines
TEXT
Essays should be typed at all levels. Typed essays should be double line spaced,
on one side of A4, except for long quotations, which should be single line spaced,
placed separately on the page and indented. Short quotes must be in inverted
commas, and placed within the body of the text. All quotations and paraphrasing
must be referenced.
Example of a long quotation:
Postmodern dance does not present perfectly, ideal or unified forms, muscle and
flesh speaking of and for themselves.
The dances are about what they look like. Because [objectified
dances] simply present individual people in motion, the dancers
clearly do not presume to represent idealized experience or
experience that might be common to all people.
Foster 1986: 185.
In Work 1961-1973 (1974) Yvonne Rainer writes of her ‘chunky’ body not
conforming to the traditional image of the female dancer.
Example of a short quotation:
Alexandra Benois who wrote the libretto for this ballet, described Nijinsky’s
performance as “half-cat, half-snake, fiendishly agile, feminine and yet wholly
terrifying” (Buckle 1975:160).
Example of paraphrasing:
Other writers have read the ballet as a whole in formalist terms: as an essay about
scale (Croce 1979), or as a piece about the construction of a ballet body
(Copeland 1990).
Pages must be numbered consecutively, beginning with the first page of normal
text. Numbers should appear at the foot of the page and be centred. Number all
pages, including bibliography.
HEADINGS
Main headings should be centred and in capitals. Sub-headings should be on a
new line aligned to the left, in bold, with only the first letter in capitals.
Paragraphs should be indented 5 spaces.
Subheadings can appear numbered, as in this example.
HEADING
1.1 First sub-heading
1.2 Second sub-heading
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Pathway Guide – Dance Practice and Performance (2005-2006)
NOTES AND REFERENCING
Bibliographies must be presented in the Harvard format. Information about
Harvard referencing can be found in the Learning Centres, or on the University’s
web pages at
http://www.wlv.ac.uk/lib/systems/gt-harvard-1.htm
Book example:
JORDON, S. (1992) Striding Out. London: Dance Books
Chapter example:
DESMOND, J. (1998) Embodying Difference: issues in dance and cultural
studies. in CARTER, A. (ed.) The Routledge Dance Studies Reader. London:
Routledge, pp.154-162.
Journal article example:
HANSEN, S. (1998) Real-time events. Dance Theatre Journal, 14(3), pp13-15.
Please use endnotes rather than footnotes.
All titles (of dances, books etc.) in Italics.
FIGURES AND APPENDICES
All diagrams and illustrations should be given ordered a figure number. They can
be placed in the text or in an appendix.
All appendices must be numbered and placed at the end of the text.
Figures and appendices should be referred to by number in the text.
CONTENT
Structure; Content must show logical progression, cover all relevant areas
without digressions, and the elements of the study need to be commensurate with
one another. Be sure you have addressed the essay question, bearing in mind
that sometimes, particularly at level 2 and 3, students are encouraged to be
selective about essay content, and not necessarily follow slavishly the guides
provided. Bear in mind the guides suggest what kind of essay will pass, but more
than these basics are expected for higher grades.
Writing Style; Good grammar and spelling is expected. Proper paragraphing
and sub-headings, and an appropriate vocabulary should be employed. Be aware
of the different kinds of writing tasks; writing a newspaper dance review is not as
formal as an essay on dance ethnography. Avoid clichés and sayings. Use
metaphors only where appropriate. Diagrams and pictures can be used effectively
to illustrate a point, but discuss them as examples.
Research Skills; Seminal texts (famous and subject-defining books, like Adshead
[1981] or Laban [1948]) and examples from dances should be used. This means
paying careful attention to the reading list in the module guide. Other relevant
texts, dances or evidence should also be examined. Proper referencing is
necessary for an essay to pass, and examiners look to see evidence of extensive
reading for grades above ‘C’. Other subject areas should also be explored for
similarities, or the student’s own initiatives documented. Many very useful websites can be accessed via the Learning Centre’s Dance Performance and Practice
Resource page: select ‘Dance’ under ‘View Subject Resources’
http://www.wlv.ac.uk/lib/
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Pathway Guide – Dance Practice and Performance (2005-2006)
Bibliography; Please be sure a range of texts and sources are used. At level
one, seven or eight sources are expected. At level two and three, anything short
of double figures will struggle to present the ideas or debates to a standard that
could pass. At least as important is taking a critical view of your sources and
texts, and examining them for their provenance rather than just their support of
your argument. Interpret texts, rather than just including them, to tell the reader
what you think the text represents. This is part of demonstrating understanding.
Learning Centre Usage. The campus has an excellent Learning Centre, wellstocked with dance books, journals, magazines, viewing area and IT facilities.
Learn to use its services, particularly Short Loan (books available for 4 hours from
the Main Desk and noted in module guides), Inter-library Loans (for books you
know exist but are not in the Learning Centre), and Periodical Requests (journal
articles from hundreds of sources at a nominal fee). This is often the difference
between one kind of degree classification and another. To find journal articles use
an index, either the International Index to the Performing Arts
(http://iipa.chadwyck.com/) or, The Web of Science (MIMAS) (Arts & Humanities)
(http://wos.mimas.ac.uk) or NYPLC Dance collection (http://149.123.101.18/), all
accessible via the Learning Centre Dance web pages. Register at the Learning
Centre for MIMAS user name and password, and for a Learning Centre PIN
number to enable you to order books and renew your loans via the Internet.
Jazz choreography by second year students
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Pathway Guide – Dance Practice and Performance (2005-2006)
Practical Information
Injury: Dance as a practical study, involves a level of risk of injury. To minimise
this risk, students are expected to take responsibility for their own health by
ensuring a proper diet, warming up correctly and taking appropriate rest. If you
have doubts concerning your ability to cope with the physical demands of the
course, please consult your GP and inform your tutor. Tell you tutor if you are on
medication, e.g. for diabetes or asthma. Also inform your tutor of any minor
injuries, prior to any dance session. Persistent, and/or major injuries must be
discussed with your tutor who will advise you of the best course of action.
Illness or injury leading to inability to pursue the course/module for a substantial
length of time must be reported to the module leaders and your personal tutor,
with a view to future re-assessment in the elements missed.
When acute short-term illness or injury effects the preparation and submission of
specific pieces of course work, and attendance at assessments/examinations, the
student must provide documentary medical evidence from a qualified practitioner
with appropriate dates.
If there is enough evidence of the student’ achievement over a sufficient part of the
module/course, module tutors may assess the student by whatever means are
deemed appropriate. Where illness or injury has prevented a student, who has
completed a module programme, from taking a final assessment/examination, the
individual student can be assessed by module tutors as appropriate, at the
discretion of their Tutor.
(Further details of relations governing Awards can be found in the current
University Guide: Academic Principles and Regulations).
Clothing
Students are expected to purchase the Dance Performance and Practice
sweatshirts, tracksuit bottoms and t-shirts for keeping warm while resting. Dance
practice clothes are compulsory for students for practical sessions. Students are
expected to attend practical classes in practice clothes suitable for the session for example for a ballet class ballet shoes, tights and leotard. Footwear
appropriate to the technique is essential, e.g. ballet and jazz shoes. Socks may be
worn for contemporary dance (non-travelling work) but at the tutor’s discretion, you
may be asked to remove them. Big jumpers and track pants are acceptable at the
beginning class, but students need to remove these as they get warm. Students
who attend without proper practice clothes may be asked to leave the session.
Performances
Performances are an important part of life in Dance Performance and Practice,
and are sometimes the means of assessment. It is expected that students will
make themselves available for performances of their own and other students work,
including our regular performances at the Arena Theatre. Dates will be advised as
early as possible. Equally important is attending performances, at the Arena and
at other venues, and students are expected to show initiative in seeing as much as
possible.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Equipment List
Students should have:
1 pair of black jazz shoes
1 pair of canvas ballet shoes
2 or 3 good quality blank VHS and Hi-8 or Mini DV video tapes
5 or 6 good quality blank audio cassettes or CDs
Good selection of leotards and tights or all-in-ones.
Good selection of CDs and recorded cassettes
Important Dates
Welcome Week
Autumn Term
Spring Term
Summer Term
Semester one is Welcome Week plus 14 weeks, Semester two is 16 weeks long.
Performances
Exact dates to be posted during Induction Week. Students will be expected to
keep these dates free.
Poster for Arena performance May 2002
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Pathway Guide – Dance Practice and Performance (2005-2006)
Module Assessment
Work will normally be returned to students within 3 weeks of handing in date,
however work and grades may be withheld for examination board purposes,
particularly at the end of semesters. A sample of work from the top, middle
and bottom grades will be second marked to ensure moderation.
Assessment Criteria
Assessment criteria follows the University generic Alpha-Numeric grading
system (see section practical information for the student). Staff in the School
of Sport, Performing Arts and Leisure use specific criteria sheets to help you
understand how to meet the criteria and to provide you with feedback on your
performance.
Group Assessment
Studying dance at the University of Wolverhampton often entails group work,
reflecting the collaborative nature of dance and the practice of the profession. In
all group work it is important to place specific value on the contributions of
individuals, and accordingly a limited peer assessment process determines marks
for group work.
For all group devised pieces, a mark is given to the dance. Markers are then able
to allocate three marks on the Alpha-numeric scale above or below that mark for
individual student performances. Depending on the year level, students then
assess themselves and their colleagues against the criteria listed below.
For all group work students are required to complete a form for SELF & PEER
Assessment purposes. This applies to all work not individually marked. The
importance of Self & Peer Assessment is that often students are the only people
who really can say if all members of the group contributed and how. Group work
is an important aspect of the practice of dance, and as such it is in students own
interests to be conscientious in their responses.
It is assumed that all members of the group have made an equal contribution up to
the point of assessment. The group mark reflects that view. Self & Peer
assessment is your opportunity to tell us if this was so and how. It is expected that
most S&P assessments will be grade neutral.
The assessor or the assessment panel will give the assessed component a group
grade. In practical work, tutors can award grades to individual performers
up to three grades higher or lower than the group grade.
Students will complete the Self & Peer assessment form to indicate the
contributions of themselves & others. Depending on the level, Self & Peer
Assessment can vary from one (level 1), two (level 2) or three (level three)
alphanumeric grades above or below the group grade. Students must offer
reasons, evidence and examples for their decisions. On submission of forms,
assessors will decide if the grounds provided are adequate for the criteria (listed
below), and results will be tabulated and averaged accordingly. Please note, S&P
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Pathway Guide – Dance Practice and Performance (2005-2006)
Assessment is not a means of topping up grades against tutors’ decisions, but
must be fixed and evidenced on the group’s working processes.
You must give reasons and examples for your decisions. If space is insufficient,
please attach extra sheets of comments or examples of individual contributions.
Where insufficient evidence is offered for a positive or negative grade, assessors
will award the group grade to the student.
Students can, of course, mark themselves or others at the group grade by circling
‘0’.
Group Assessment Guidelines
SELF & PEER ASSESSMENT
LEVEL 1
RELIABILITY & CO-OPERATION
+1 Practices and prepares before rehearsals. Prepared to help others from time
to time. Competent in own roles and aware of their impact on the roles of others.
0 Punctual attendance at all agreed times. Willing to change own schedule to suit
others/ensure studio space. Learns competently and can occasionally assist
others. Thinks about the project from one rehearsal to the next. Reliable in own
role.
-1 Occasionally late for rehearsals. Attends all sessions agreed by the group.
Needs reminding of own work/material/responsibilities from time to time. Does not
appear to practice or prepare.
IDEAS & CONTRIBUTIONS
+1 Acts as a catalyst for ideas. Prepared to examine and experiment with a range
of possibilities. Encourages risk taking by the group, contributes to key decisions.
0 Puts forward ideas on a regular basis. Listens to the ideas of others. Prepared
to take risks and to question effectiveness of decisions.
-1 Relies on others for main ideas, and occasionally contributes own suggestions.
Generally co-operates without forming ideas or influencing the direction of the
task.
MOTIVATION & GROUP MEMBERSHIP
+1 Well motivated and encouraging about the task. Encourages others and helps
the process forward by negotiation. Important group member.
0 Motivated and generally positive. Encourages and acknowledges the
contributions of others. Co-operates to achieve group objectives. Reliable group
member.
-1 Mostly co-operative and helpful, but negative from time to time. Communicates
with others ineffectively. Demonstrates ambivalence about the task. Passive and
peripheral as a group member.
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Pathway Guide – Dance Practice and Performance (2005-2006)
SELF & PEER ASSESSMENT
LEVEL 3
RELIABILITY & CO-OPERATION
+3 Puts in own rehearsal time, or with sub-groups of main group. Attends all
sessions and warms up prior to rehearsal. Always remembers and practices
material outside rehearsals. Comes prepared for session and keeps commitments
on costumes/texts/learning materials. Willing to stay later if required. Prepared to
make sacrifices to help the group’s project. Helps others less sure of work.
+2 Practices and prepares outside of the rehearsal times. Always on time and
well prepared. Flexible and understanding about own and others commitments.
Learns and remembers soundly, and is able to help others less sure.
+1 Practices and prepares before rehearsals. Prepared to help others from time
to time. Competent in own roles and aware of their impact on the roles of others.
0 Punctual attendance at all agreed times. Willing to change own schedule to suit
others/ensure studio space. Learns competently and can occasionally assist
others. Thinks about the project from one rehearsal to the next. Reliable in own
role.
-1 Occasionally late for rehearsals. Attends all sessions agreed by the group.
Needs reminding of own work/material/responsibilities from time to time. Does not
appear to practice or prepare.
-2 Late or absent for some agreed rehearsals. Has difficulties remembering own
responsibilities/roles, and fails to compensate for this. Causes others anxiety by
demonstrating lack of commitment.
-3 Often late and absent for agreed rehearsals. Remembers little from one
session to the next. Demonstrates little concern for the group project. Expects
others to carrying them through the assessment.
IDEAS & CONTRIBUTIONS
+3 Puts ideas into action for the group, especially when the work is bogged down.
The group’s natural leader, but one prepared to listen to others and adopt their
suggestions. Brings ideas to practice sessions for discussion and experiment,
plays a key role in the group’s evaluation of their progress.
+2 Focal point of the project’s ideas. Encourages the contributions of others and
tries to find ways of optimising them. Willing to experiment with the ideas of self
and others. Questions the effectiveness of work in a positive way.
+1 Acts as a catalyst for ideas. Prepared to examine and experiment with a range
of possibilities. Encourages risk taking by the group, contributes to key decisions.
0 Puts forward ideas on a regular basis. Listens to the ideas of others. Prepared
to take risks and to question effectiveness of decisions.
-1 Relies on others for main ideas, and occasionally contributes own suggestions.
Generally co-operates without forming ideas or influencing the direction of the
task.
-2 Allows others to decide most ideas, and rarely contributes to group discussion.
Offers negative feedback in rehearsals without justification. Rarely listens to the
ideas of others
-3 Makes no contribution to speak of, and rarely offers co-operation or
suggestions. Never listens to the ideas of others, but waits for the rest of the
group has decided what to do. May disrupt the group’s work by imposing their
own view without account of its relevance or agreement of others.
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Pathway Guide – Dance Practice and Performance (2005-2006)
MOTIVATION & GROUP MEMBERSHIP
+3 Highly motivated and enthusiastic about task. Encourages enthusiasm in
others.
Key negotiator within the group regarding practical problems in
collaboration and balancing the ideas of others with own work. Solves problems
within the group. Represents the group to others.
+2 Well motivated and positive about task. Regularly encourages and assists
others in the group. Supports ideas of others, and negotiates to help group
objectives. Dependable in difficult phases of the task. Key group member.
+1 Well motivated and encouraging about the task. Encourages others and helps
the process forward by negotiation. Important group member.
0
Motivated and generally positive.
Encourages and acknowledges the
contributions of others. Co-operates to achieve group objectives. Reliable group
member.
-1 Mostly co-operative and helpful, but negative from time to time. Communicates
with others ineffectively. Demonstrates ambivalence about the task. Passive and
peripheral as a group member.
-2 Less than co-operative, and often negative. Forces changes on the group by
their unwillingness to co-operate or compromise. Fails to listen to others or
communicate own needs and ideas.
-3 Begrudgingly attends practice sessions. Questions and criticises only in a
negative vain, and for obstruction rather than progress. Requires motivating by
others. Refuses to contribute, or contributes only conditionally.
Please provide supporting evidence and examples for your decisions.
Attach a separate sheet to your form if necessary.
Details of Self & Peer assessment criteria for Level 1 and 3 have been provided
here. Level 2 criteria will be given to you by the module leader.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Common Grade Point Scale
For Recording Module Results
Description
Outstanding
performance
Above
average
very good
Average good
Satisfactory
Performance
Honours
Equivalent
First
Grade Point Scale
A16
A15
A14
Upper
Second
B13
B12
B11
Lower
Second
C10
C9
C8
Third
D7
D6
D5
E4
Marginal Fail
Fail
No
Assessment
F3
F2
F1
F0 (Zero)
The assessment you complete will be classed as an element of assessment.
Each assessment element will be weighted and its weighting will be used to
calculate the overall grade you will be awarded for the module. If you do not
submit assessment or submit assessment late without just cause you will be
given an F0 grade for that element of assessment.
You will be required to obtain a minimum overall grade of D5 to pass the
module. Elements of assessment can be compensated and within SSPAL
elements of assessment are compensated down to grade E4. This means
that a student can compensate for a marginal failure in one assessment, by a
good grade in a second assessment. Explanatory examples are provided
below, however if you are in any doubt, further clarification can be sought
from your module tutors or personal tutor.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Example 1: Module X
Assessment Element 1
(20% weighting)
E4
Assessment Element 2
(80% weighting)
B11
Overall Grade
Example 2: Module Y
Assessment Element 1
(20% weighting)
F2
Assessment Element 2
(80% weighting)
B11
Overall Grade
Example 3: Module Z
Assessment Element 1
(20% weighting)
D6
Assessment Element 2
(80% weighting)
E4
Overall Grade
C10
E4
E4
In order to pass a module you will need to gain an overall D5 grade at least.
Feedback on failed assignments
Photocopies of failed pieces of student work (the originals having been
retained for External Examiner consideration), should be given to the
departmental administrator so that they are available for students to collect
at any point, including during the summer vacation. Work that has failed
should have sufficient written feedback to guide a student to prepare for
the appropriate resit.
Please ensure that you check subject notice-boards for uncollected work
since it will only be held for a short period. Students must also be aware
that all feedback on grades given during the year i.e. before the Subject
and Award Boards is provisional and subject to moderation and ratification
by these boards.
Resit arrangements
If you receive an E grade for the module overall you have marginally failed
the module and may resit the assessment element(s) you failed at the next
available opportunity. The next available opportunity will normally be
during the first week in September following failure. Resits are not
normally permitted during the next semester unless the module you have
failed is offered in both semesters. Your right to redeem failure may be
exercised within 2 years of failure but if you delay redeeming failure you
must be sure that your programme of study is still valid.
If you receive an F grade for the module overall you will be required to retake
the module to redeem failure, i.e. to participate in the module and take all
assessed work again when the module is next offered for study (or within 2
years).
You must register your intent to resit or retake a module so that it is recorded
on your programme of study and on the SITS computer system. Failure to
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Pathway Guide – Dance Practice and Performance (2005-2006)
register this intent by the appropriate date will result in you being denied
credit for work you submit.
If you resit an element the maximum grade you will be granted for the
assessed work, if it is of a satisfactory standard, will be a D5. This grade will
be aggregated with grades awarded for any passed components to produce
your overall grade. If you fail a resit you will be required to retake the module
in order to redeem failure.
If you retake a module there will be no restriction on the grades you will be
awarded for assessed work but you must note that you may not retake a
module in the first week of September, when students are offered an
opportunity to resit assessment elements. You must retake a module when it
is offered on the University timetable. When you resit or retake a module the
credit value of the module will be added to the total number of credits you
have studied.
Extenuating Circumstances and Obtaining Extensions for Assignments
If you experience illness or other serious personal difficulties which affect
your ability to undertake or complete assessed work, you must notify the
University on the appropriate University form. If you need to seek an
extension to the published deadline for an assignment you must see your
personal tutor at least one week before the submission deadline.
Please refer to the Undergraduate Modular Scheme Guide for full details.
Cheating
Cheating, plagiarism and collusion are treated as serious offences by the
University. Where an offence is admitted, or an independent panel decides that
cheating, plagiarism or collusion has occurred, a penalty will be imposed. Please
refer to the Undergraduate Modular Scheme Guide for further information.
Staff/Student Relations
Expectations of you and what you can expect from the University
The Dance Team will endeavour to give you the support and advice you
will need to complete your studies successfully and, on most occasions,
will lend a sympathetic ear.
It is, however, important you realise that you are entering into a form of
contract or agreement and that you, too, have certain responsibilities; in
particular, you will be expected to ensure that:
At all times during your programme
 you complete all elements of assessment according to the
instructions given you by the Module Leader
 you take advantage, when necessary, of the counselling facilities
available to you
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Pathway Guide – Dance Practice and Performance (2005-2006)









you attend classes at all times unless circumstances prevent you
from doing so
you inform your Personal Tutor of any circumstances likely to affect
your academic performance
you immediately inform Walsall Campus Registry and the
Departmental Administrator of any change of address or absence
from the University
you check, preferably daily, the Dance Performance and Practice
Notice board located outside the dance studio.
you respond without delay to notices and notes placed on the
notice board by Dance Performance and Practice staff.
you must respect the rights of others and show tolerance of ALL other
groups and individuals.
you must exhibit appropriate behaviour during lecture/class time. Due
to the impact of behaviour on the learning experience of other
students, disruptive students will be asked to leave and may fail the
module or be withdrawn from the course.
you recognise the need for exemplary behaviour at any time while on
Campus or whilst representing the University
you are reminded of the consequences of cheating and plagiarism.
FAILURE TO MAINTAIN STANDARDS IN THESE AREAS MAY RESULT IN
DISCIPLINARY ACTION.
Student Representatives within the Department
The Dance Team considers the role of the student representatives to be a
vital one. The work is interesting, not too onerous and gives you an insight
into how things work. The role involves attendance at the Student/Staff
Liaison meetings at which the rep. relays the views of the students. This is
an opportunity to share views with the Dance Team, highlight areas for
discussion and identify issues to be actioned. Student Reps also attend
the formal Staff Student Committee meetings and are also required to
produce an end of the year report. Do give careful consideration to the
possibility of standing for election as student representative.
Academic Counselling
Each School of the University has its own system for offering counselling to
its students. You should, at the beginning of your studies, attend any
induction programmes for your course, read information on systems
operational in the School and check notice-boards for detail of when advice is
available. You be assigned a Personal Tutor in your first year. It is essential
that you keep appointments to see them as they will assist as best as they
can in terms of support, advice etc.
Email communication
You are encouraged to register for a computer access code as soon as
possible to allow you access to the facilities of the School's computer suites,
located within the Walsall Learning Centre. Time will be allocated within the
first year of your programme to assist in this process. It is essential to have
an email number in terms of being able to communicate with colleagues and
members of staff.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Student problem solver
This section is designed to save time for both yourself and staff. Listed
below are the initial points of contact for the different questions and problems
which you might encounter. Please train yourself to look things up here
before you approach someone for help.
Question or Problem
Contact
Permission for leave of absence
Personal Tutor/Course
Leader
Timetable
Registry Administrator/
Departmental Administrator
Regulations
Personal Tutor/Course
Leader
Enrolment
Registry
Administrator/Personal
Tutor/Course Leader
Module Registration and
Amendment
Personal Tutor/Course
Leader
Aspects of your study
programme
Personal Tutor/Course
Leader
Dissertation
Module Leader DC3002/3
Personal Records, transcripts
Registry Administrator/
Departmental Administrator
Initial discussion of academic
performance/personal or
domestic problems/ill health
Personal Tutor/Course
Leader
For contact with the Students
Union and University Advisory
Services
Students Union
Assessment/content of specific
modules
Module Leader/Module Tutor
Matters relating to appeals
Personal Tutor/Course
Leader
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Pathway Guide – Dance Practice and Performance (2005-2006)
Glossary of Terms
Academic Counsellor: The member of staff allocated to a student to advise
on academic matters, particularly programming. Personal Tutors perform this
function for Tourism students.
Assessment Boards: The bodies responsible for making decisions about
students' performance in the modules they have studied. Boards meet at the
levels of Subject and Award.
Award: The final or intermediate qualification for which a student has
registered as awarded by the Assessment Boards.
Campus Registrar: The manager of the Campus Registry.
Campus Registry: The administrative office which retains your records and
which should be your first point of contact for any queries about your studies.
Details of subjects and modules can also be collected from this office.
Core Module: A module which must be studied and passed for a titled
Award.
Core Option Modules : You must have studied a set number from this group of
modules for a titled Award.
Co-requisite: A module that must be studied in the same semester as, and
together with, another module. Separate credits are awarded for the corequisites. If a module specifies a pre-requisite then any co-requisites are
normally also pre-requisites for that module.
Course Leader: The member of staff responsible for the organisation of a
course.
Credit rating of a module: The number of credits obtained by passing the
assessment requirements of the module. A full-time student normally studies
modules to the value of 120 credits per year. A standard University module
is weighted at one eighth of a full-time year, i.e., the standard module = 120/8
= 15 credits. Each module normally generates a total of ten hours' study time
(q.v.) per week. Thus study for 60 credits in a semester will normally
produce 40 study hours a week.
Deferral: The delaying to a later date of an Examinations Board decision on
a student as a result of incomplete assessment or other cause.
Elective Module: Modules you can select in addition to core and core-option
modules to make up the balance of your award.
Grade Point Scale: The scale upon which grades are awarded to all items
of assessed work (including examinations).
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Pathway Guide – Dance Practice and Performance (2005-2006)
Honours Classification: Honours Degrees are divided into four classes,
First, Upper Second (2:1), Lower Second (2:2) and Third.
Intermediate Award: An award available on the achievement of a defined
volume and level of credit which is less than that needed for the highest
undergraduate award. The currently available intermediate awards are the
Certificate of Higher Education, the Diploma of Higher Education and a
Degree.
Linked Module: A module that must be registered and studied in semester
one if the module to which it is linked is included in a semester two
programme of study.
Module: A separately assessed fraction of a programme. The standard unit
of learning is worth 15 undergraduate credits and involves 150 hours of work.
(See Pace of Study.)
Module Guide: The detailed description of a module's content and
assessment
Module Leader: The member of staff responsible for the organisation of a
module.
Pace of study: The rate at which credits are studied at the University. This
is normally defined by the number of credits studied during a semester or an
academic year: for full-time students the minimum is 45 credits a
semester/90 credits a year; the normal pace is 60 credits a semester/120
credits a year; and exceptionally a student may study for more than 60
credits a semester.
Part-time students may study for up to a maximum of 90 credits per year.
Personal Tutor: An alternative way of referring to an Academic Counsellor.
Pre-requisite: A module that must be studied and passed to qualify to study
a subsequent module.
Prescribed Module: A module that satisfies the requirement that a specified
number of credits may be obtained from a pool of modules, e.g. two modules
from list A and two modules from list B.
Programme Manager: A member of academic staff responsible in some
Schools, for the management of the planning and counselling arrangements
that secure students programmes.
Re-assessment of coursework: The requirement following failure of a
module with an E grade to re-present all or part of the module's coursework
assignments. The maximum grade that a re-assessed part of the module
can be awarded is D5. The D5 is then added to the original grades obtained
to produce an overall re-assessment grade.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Referral: The delaying to a later date of an Examinations Board decision on
a student until the results re-assessed or re-sat modules are known.
Re-sit: The requirement following failure of a module with an E grade to
retrieve the failed component(s) or element(s). The maximum grade that the
re-sat part of the module can be awarded is D5. The D5 is then added to the
original pass grades obtained to produce an overall re-sit grade.
Re-take: The requirement following failure of a module with an F grade to
re-study all of the module in a subsequent semester. A maximum grade is
not imposed on a repeated module.
Semester: A period of sixteen weeks, currently comprising one week for
induction and counselling, and at least one week for examinations.
Student-staff Liaison: Informal meetings of students and staff to consider
the operation of the scheme.
Study Calendar: The University’s academic year is divided into two
semesters of equal length for the purposes of teaching but recognises the
normal breaks associated with traditional holidays in December / January,
March / April and July / August. The academic calendar can be located on
the university home page at: http://www.wlv.ac.uk/university/calendar20012002.htm.
Study time: The notional time that a student will need to spend to complete
the study requirements of a programme or module. The time includes all
class contact and all private study. Each 15 credit module involves 150 study
hours (10 hours per credit).
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Pathway Guide – Dance Practice and Performance (2005-2006)
Appendix 1: university generic assessment grading( alpha-numerical)
A16
A15
First
Outstanding Performance
A14
Level 3: Outstanding work of excellent quality. Demonstrates an exceptional
ability to evaluate critically using a wide range of appropriate criteria, to interrelate and synthesise concepts, ideas and theories with considerable
evidence of independent thought and originality.
Level 2: Outstanding work of excellent quality. Shows an exceptional ability
to analyse and synthesise. There is considerable evidence of independent
thought, originality and ability to evaluate.
Level 1: Outstanding work of excellent quality. The student demonstrates a
thorough knowledge and understanding of the issues involved, perceptive
and well organised use of relevant material, and an ability to sustain a
coherent argument. Some evidence of independent thought originality, and
evaluation.
____________________________________________________________
B13
B12
Upper Second
above average - very good
B11
Level 3: Demonstrates considerable competence in terms of ability to
analyse, synthesise and to evaluate making balanced judgements. Clear
demonstration of original thought.
Level 2: Shows an ability to inter-relate concepts, ideas and theories with
some evidence of independent thought, originality and evaluation.
Level 1: Best possible organisation of material, and consideration of all of
the relevant issues. Demonstrates a sound ability to apply knowledge
critically. Well written, completely relevant, coherent - good linking of ideas
and paragraphs. B12/13 always supports comments with appropriate
references. B11 some comments are not justified but overall shows an ability
to use evidence gleaned from independent reading.
____________________________________________________________
C10
C9
Lower Second
Average - good
C8
Level 3: Sound ability to analyse critically, and definite evidence of synthesis
of ideas, concepts and theories. Shows competence in making independent
judgements based on broadening criteria. Original thought is demonstrated.
Level 2: Competent in terms of originality and independent thought, with
evidence of sound, balanced critical thought. Adequate demonstration of an
evaluative approach. (C8 if some analysis, but poor structure - lacks
coherence).
Level 1: The student demonstrates an ability to understand the issues
involved, and of having read around the subject. There is some evidence of
application of knowledge, ideas and theories,. If work contains sweeping
unjustified statements, then a maximum of C10 even if some evidence of
originality.
____________________________________________________________
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Pathway Guide – Dance Practice and Performance (2005-2006)
D7
D6
Third
Satisfactory performance.
D5
Level 3: Shows evidence of reading a wide range of literature including
specialist texts and original research papers where appropriate.
Demonstrates an ability to analyse critically and to see relationships in what
has been learned. There is some evidence of synthesis of ideas, concepts
and theories, but the work is limited in terms of originality. Some form of
independent judgement has been attempted, but this is limited in terms of the
scope of the criteria applied.
Level 2: The student demonstrates a sound knowledge and understanding of
the issues involved, an ability to apply knowledge, concepts and theories,
and an attempt at evaluation. There is evidence of critical thought, but some
difficulties at balancing and substantiating points. There is evidence of the
reading and application of information gleaned from specialist texts and
review papers where this is appropriate.
Level 1: The student demonstrates knowledge and some understanding of
the issues involved, but does not utilise material to support his/her argument.
There is evidence of reading and the student has correctly referenced his/her
work and included an appropriate bibliography. the work although relevant is
descriptive.
____________________________________________________________
E4
Marginal fail
Level 3: Some evidence of appropriate reading for this level of study, but the
work lacks originality of thought and any attempt to evaluate.
Level 2: Limited evidence of appropriate reading, shows some ability to
apply knowledge, ideas and concepts, but work is lacking in critical thought,
and evidence of an evaluative approach.
Level 1: Poor English, poor structure, some irrelevant material, but
nevertheless shows some understanding of the task in hand. Little evidence
of reading, most of the material emanating from taught sessions only.
Possibly lacking in a bibliography.
____________________________________________________________
F3
F2
F1
Fail
Level 3: Little or no evidence of analysis, synthesis and evaluation of ideas
concepts and theories. Lacking in evidence of reading of original research
papers or current developments in the chosen field or discipline where this is
deemed to be appropriate.
Level 2: Little or no evidence of application of knowledge, ideas and
concepts. Totally inadequate evidence of reading from appropriate sources.
Mainly descriptive.
Level 1: Little or no evidence of knowledge or understanding of the task
involved, No evidence of reading, no bibliography.
Each category subsumes the criteria stated at a given level in the
preceding category.
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Pathway Guide – Dance Practice and Performance (2005-2006)
Appendix 2: List of Dance Performance and Practice modules indicating prerequisites.
Code
DC1008
DC1001
DC1009
DC1005
DC1007
DC1010
Title
Dance Technique Foundation
Introduction to Choreographic Processes
Dance and Cultural Studies
Dance Making and Digital Media
Introduction to Choreographic Performances
Personal and Professional Development
DC2014 Dance Technique Intermediate
DC2010 Choreographic Processes
DC2000 Choreographic Performance
Pre-Requisite
DC2011
DC2012
DC2008
DC2009
DC2004
DC2013
Dance in Education
Dance Science: Performance Demands
Research Methods
Staging in the Music Theatre
Dance Journalism
Independent Study
DC1008
DC1008, DC1001
DC1008, DC1001,
DC1007
DC1001, DC1008
DC1008
DC1010
DC1008
DC1009
DC2008
DC3012
DC3018
DC3011
DC3014
DC3017
DC3015
DC3016
DC3013
DC3
Dance Technique Advanced
Devising and Performing
Dance, Video & Technology
Dance in the Community
Dance Project
Context of the Music Theatre
Dance Science: Training tomorrow’s dancers
Dance Innovators
DC2014
DC2014
DC1005, DC2010
DC2011, DC2010
DC2008
DC2009, DC2014
DC2012
DC2007
46